Rossana Ramirez Boyd,Principal Lecturer and Director of the Bilingual/ESL Teacher Certification Programs; Ph.D., Louisiana State University. Curriculum and instruction; foreign language education; bilingual education; English as a second language education; educational administration.
Dina C. Castro,Professor and Velma E. Schmidt Endowed Chair in Early Childhood Education; Ph.D., University of North Carolina. Quality and equity in early childhood care and education; bilingual development and early education policy and practice; global perspectives on early education in multilingual/multicultural societies.
Diyu Chen,Senior Lecturer; Ed.D.; Harvard University. The early development of emotion and cognition; parent-child interaction and conversation; attachment; teacher-child interaction; early literacy and math concept development; cultural issues and comparison.
Colleen Eddy,Associate Professor; Ed.D., Baylor University. Pre- and in-service mathematics education.
Ricardo Gonzalez-Carriedo,Assistant Professor; Ph.D., Arizona State University. Education of bilingual/bicultural students, including second language learning and literacy development.
Pamela Harrell,Professor; Ed.D., University of Houston. Science teacher quality and teacher effectiveness.
Mei W. Hoyt,Assistant Professor; Ph.D., Texas A&M University. Curriculum and cultural studies; embodied learning in digital and connected environments; cross cultural studies.
Kelley M. King,Associate Professor; Ph.D., University of Texas at Austin. History of education and the contested curriculum; civic and citizenship education; teaching and learning in global and online communities.
James D. Laney,Professor and Department Chair; Ed.D., University of California-Los Angeles. Generative teaching- learning theory; general social studies education; economic education; aging education; arts integration.
Alexandra G. Leavell-Carter,Associate Professor; Ph.D., University of Miami. Disciplinary literacy; adolescent literacy; teacher resilience; literacy teacher education.
Janelle Mathis,Associate Professor; Ph.D., University of Arizona. Multicultural/international children's literature; culturally relevant instruction on all levels; the transactional theory of reader response; the role of sign systems, especially process drama, in nurturing extensive and intensive responses to literature; the role of literature in the writing process.
Nancy Nelson,Professor; Ph.D., University of Texas at Austin. Processes and practices of written communication; academic authorship; global literacy; intercultural dialogue; research traditions.
Sarah Smitherman Pratt,Assistant Professor; Ph.D., Louisiana State University. Intersection of mathematics education and curriculum theory; complexity theories as they relate to complex conversations in education.
Karthigeyan Subramaniam,Assistant Professor; Ph.D., University of Otago (New Zealand). Elementary/middle/ secondary science teacher education; educational technology; action research; pre-service teacher education.
Jeanne Tunks,Associate Professor; Ph.D., University of North Texas. Effects of tutoring in mathematics; influence of certain planned activities on the perception of students as math learners; the nature of action research; algebraic thinking at the elementary school level and its effect on algebra success in middle and high school.
Carol Wickstrom,Associate Professor; Ph.D., Texas Woman's University. Pre-service teacher education; reflection; portfolio assessment; classroom discourse, especially as it relates to preservice teachers, reading/writing and mentoring.
Jamaal R. Young,Assistant Professor; Ph.D., Texas A&M University. Culturally responsive mathematics teaching, particularly related to the educational needs of African American children; multicultural STEM project based learning; preparation of pre-service mathematics teachers to work with diverse learners; literature synthesis and meta-analysis methodology.
Jemimah Young,Assistant Professor, Ph.D., Texas A&M University. Secondary social studies education; the role of African American women in the academy and building communities of practice around cultural studies.
Tomorrow's campus and district leaders are being developed today in the Department of Teacher Education and Administration at the University of North Texas.
The Master of Education degree in Curriculum and Instruction enhances your knowledge and expertise by combining theoretical perspectives and research-based practices with multiple opportunities for field-based projects and action research. This helps you make strategic decisions about effective practices in a private or public school setting.
Our comprehensive curriculum allows you to select a resource area from a wide range of areas related to Curriculum and Instruction. Among the areas are:
Our faculty members have many years of experience in their fields. Their professional contributions range from writing curriculum guides and textbooks to writing intensive training grants for teachers and school evaluation projects. Their research interests include:
UNT provides a wide variety of services exclusively to graduate students. The Graduate Student Writing Support office can help you with writing, and the Center for Interdisciplinary Research offers assistance with statistical research.
The Toulouse Graduate School® offers several professional development workshops, with many of them being available online for your convenience.
The program is dedicated to serving all state- certified teachers and other qualified applicants from around the nation. Professionals in fields other than education will also be considered.
You must meet the graduate school's admission requirements and a specific set of department requirements when applying to the master's program. For graduate school requirements, visit the UNT catalog website or our website.
The department's requirements are:
Required documents can be mailed to the department or emailed to Olayinka Oyefeso.
A limited number of teaching fellowships and assistantships are available to help you pursue your graduate degree. These opportunities include working with professors on research grants and projects or as a teaching assistant advising undergraduate students, teaching undergraduate classes and supervising student teaching.
You may apply for these positions by submitting an application and a current résumé to the department chair. The letter should address particular strengths and interests.